Programs & Awards

Alberta Education Requirements At the junior high level, schools must provide access to 950 hours of instruction per year in each grade.  The minimum recommended time allotment (hours per year) for each part of the program is: Language Arts - 150 hours or more per year             Mathematics - 100 hours or more per year             Science - 100 hours or more per year             Social Studies - 100 hours or more per year Physical Education/Health - 75 hours or more per year             Complementary Courses - 150 hours or more per year             Unspecified Core and/or Complementary Time - 275 hours per year Total minimum instructional time - 950 hours Strategies Program (Learning Disabilities) The goal of the strategies program is to enable students with learning disabilities to acquire the strategies and coping skills necessary to achieve successfully in regular school programs. Student Characteristics Students have average or higher intellectual ability, but are experiencing significant difficulties in language arts and other subject areas, despite acceptable attendance and behaviour. These students demonstrate wide discrepancies among their skills, and a range of learning disabilities, which may include attention deficit disorders. The following is a brief overview of some of the strategies we utilize to help students achieve success: 1.   Organization Strategies Student Planner Regular binder and note taking check Assist students in realizing the importance of an organized locker Time management schedule (homework, study, extra-curricular activities…) Goal setting (short term and long term) 2.       Organizing, Storing and Retrieving Information Peer teaching Hands on learning (manipulatives) Visual kinesthetic and auditory methods (e.g. overhead transparencies, computers, charts, videos, manipulatives, dramatization, games, class discussions, interviews, music, oral directions, etc.) 3.       Pro-Social Skills Positive reinforcement Classroom survival skills:  listening, personal responsibility, asking for help and setting goals Friendship making skills:  sharing, knowing social boundaries, how to appreciate themselves and others Skills for dealing with friends:  anger management, how to handle bullying, teasing and aggressive behaviour, how to make positive choices and dealing with feelings appropriately Skills for dealing with stress:  relaxing, test taking strategies, balancing success and failure 4.       Test Taking Strategies Students practice writing a variety of different test styles (multiple choice, short answer, true or false, etc.) SCORER approach:  (schedule your time, clue words, omit difficult questions until the end, read each question carefully, estimate answers, review your work) Readers and scribes available (esp. mid-term & final exams) Computers available for written exams 5.       Thinking and Comprehension Strategies Brainstorm Graphic organizers (Web, hamburger sandwich, outline) CLOZE style sentences RAP (Read, Ask yourself, “What did I just read?”, put it in your own words) Mnemonics:  acronym, abbreviation Give me 5 (to be a better listener and a better speaker) Edmonton Public Schools' Strategies program information. Challenge Program Program Goal Students will achieve academically by mastering challenging, enriched curriculum at an appropriate pace. Program Features High achieving students are clustered for their core subjects while participating in option classes according to their personal choices.  Teachers of these students build a differentiated classroom that includes elements specifically tailored to meeting the needs of a range of high ability learners.  Our Challenge Program will adhere to a standard set of expectations including key program elements and student goals.  Programming directions are based on current research and literature in the area of gifted education. Student Characteristics The Challenge Program assists high-ability, high-achieving students.  Eligible students tend to remember with little practice, work and learn quickly, see abstract relationships, generate ideas, show curiosity and strong interests.  They may also appear self-directed and/or highly perceptive, sensitive or perfectionist.  Students demonstrate appropriate behaviour and consistent attendance. Challenge Program Description – Key Elements Learning Environment Students with similar educational needs are grouped together. A classroom climate is purposefully cultivated to foster social/emotional and academic growth of bright high achieving students. Students work within an environment where respect, tolerance, value, safety, responsibility, and contribution are valued and expected. A stimulating open environment encourages risk taking, exploration, diversity and creativity. Content Students have enhanced opportunities for thinking and learning, not just more work. An appropriate pace or rate of learning is facilitated.  Curriculum is compacted and enriched at the class level. Topics are explored in-depth, through lateral enrichment and/or interdisciplinary study.  Emphasis is on skill development and demonstration of conceptual understanding. Process Instructional tasks and activities are designed to feature higher order, critical and creative thinking. There is a focus on facilitation of problem-solving, research and inquire skills. Product Students explore different ways to demonstrate their learning and thinking. Students are an integral part of the assessment process. Edmonton Public Schools' Challenge program information. Complementary Courses Art, Band, Drama, French (FSL), Japanese and Ethics are the only complementary courses that are scheduled throughout the whole year (French and Band in Grades 8 and 9 is available only to those students who have previously taken them in Grades 7 or 8).  The remaining complementary courses (Computer Technology, Fashions, Foods, Industrial Education, Ethics, Outdoor Education, Photography and Web Design) are scheduled on a semester basis. The distribution of time and complementary courses offered may change from year to year.  Complementary courses may be added or withdrawn due to student interest or staff availability to teach the course. Awards - Celebrating Student Success D. S. MacKenzie Academic Awards Criteria 2011/2012     At the end of the first Reporting Period:     Honors:   The student five As in the six core subjects (language arts, mathematics, science, social studies, physical education, and second language), and not less than a B in any course, including options.  The presence of a C in any subject precludes Honors Standing for a student.   Principal’s List:   The student has achieved all As in all courses.  The presence of a B in any subject precludes Principal’s List standing for a student.     Recognition:  at a grade level assembly shortly after the production of the first Progress Report.       At the end of the second Reporting Period:     Honors:   The student has achieved five As in the six core subjects (language arts, mathematics, science, social studies, physical education, and second language), and not less than a B in any course, including options.  The presence of a C in any subject precludes Honors Standing for a student.  However, trimestered options from the first Reporting Period will not be considered.   Principal’s List:   The student in all grade levels has achieved all As in all courses.  The presence of a B in any subject precludes Principal’s List standing for a student.  However, trimestered options from the first Reporting Period will not be considered.     Recognition:  at a grade level assembly shortly after the production of the second Progress Report.       At the end of the third Reporting Period:     Honors:   The student has achieved five As in the six core subjects (language arts, mathematics, science, social studies, physical education, and second language), and not less than a B in any course, including options.  The presence of a C in any subject precludes Honors Standing for a student.  However, trimestered options from the first and second Reporting Period will not be considered.   Principal’s List:   The student in all grade levels has achieved all As in all courses.  The presence of a B in any subject precludes Principal’s List standing for a student.  However, trimestered options from the first and second Reporting Period will not be considered.     Recognition:  at a grade level assembly shortly after the end of the third Reporting Period but before the start of the final examinations.  In some years, it may not be practical or possible to conduct this assembly due to the shortness of time       At the end of the school year:     Honors:   The student has achieved five As in the six core subjects (language arts, mathematics, science, social studies, physical education, and second language), and not less than a B in any course, including options.  The presence of even one C in any course – including trimestered courses - in any Reporting Period precludes Honors Standing for a student.  In the determination of Honors Standing at the end of the school year, the final examinations are not included.         Principal’s List:   The student in all grade levels has achieved all A's in all courses.  The presence of a B precludes Principal’s List standing for a student.  The presence of even one B in any course in any Reporting Period precludes Honors Standing for a student.  In the determination of Principal’s List at the end of the school year, the final examinations are not included.    Top Marks – Final Examinations:   A separate set of academic awards will recognize those students who have achieved the highest per cent grade on the final examinations.  This award will be given both by individual subject area and by the average of the four subject areas.     Recognition:  at the D. S. MacKenzie Awards Ceremony just prior the end of the Last Day of Operation.

Alberta Education Requirements Strategies Program Challenge Program Complementary Courses Academic Awards